ERIC Number: ED347520
Record Type: RIE
Publication Date: 1988-Jun
Reference Count: N/A
A Comparison of Achievement in Writing To Read and Traditional Instruction at the East Gibson School Corporation.
Gilman, David Alan; And Others
A study examined the effectiveness of the Writing to Read Program as implemented in the East Gibson School Corporation by comparing scores on locally designed, teacher constructed reading and writing tests of students in the program with scores of those students exposed to traditional instruction. Subjects, 71 kindergarten students and 65 first grade students, used the Writing to Read program, a computer-based system designed to develop the writing and reading abilities of kindergarten and first grade students. The locally designed reading and writing test was administered to a control group at the end of the school year prior to the study. First grade students used the Writing to Read program in the fall semester and kindergartners used the program in the spring. The subjects were then given the reading and writing test at the end of the school year. Results indicated that: (1) kindergarten students in the program scored significantly higher than students in the traditional program; (2) first grade students in the program fared no better than their control group; (3) one kindergarten classroom scored significantly higher than the other in writing, and one first grade classroom scored significantly higher than the other two in reading; and (4) scores on the first grade writing subtests increased as the year progressed but plummeted at the end of the year. (Five tables of data are included; and 15 references, 6 additional tables, and various test instructions are attached.) (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: East Gibson School Corp., Oakland City, IN.
Authoring Institution: Indiana State Univ., Terre Haute. Professional School Services.
Identifiers: Writing to Read Program
Note: Printed on colored paper. Portions of appended tables contain marginally legible print.